If a picture is worth a thousand words is video worth a million? Differences in affective and cognitive processing of video and text cases

Abstract

In this investigation we assessed whether different formats of media (video, text, and video ? text) influenced participants' engagement, cognitive processing and recall of non-fiction cases of people diagnosed with HIV/AIDS. For each of the cases used in the study, we designed three informationally-equivalent versions: video, text, and video ? text. Thirty participants experienced one version in each format, thought aloud as they read or viewed the case, discussed their reactions to the stories during an interview, and completed an affective and engagement survey. Participants were again interviewed 6 weeks later to assess their memory for the cases. Results from protocol analysis indicate that the video and video ? text versions of the stories led to higher levels of both engagement and sympathy with the characters, and recall of particular information; however, interactions between medium and content were important. We argue the main benefit of video lies in engaging students emotionally in the content.

Video viewing in teacher education and professional development: A literature review

“…Although it is generally acknowledged that viewing a classroom video engages PTs and ITs in a complex activity that elicits cognitive, emotional, and motivational processes (Kleinknecht & Schneider, 2013;Koehler, Yadav, Phillips, & Cavazos-Kottke, 2005;Seidel et al, 2011;Yadav et al, 2011), many authors maintain that the main process is selective attention (Fadde & Sullivan, 2013;Kersting, 2008;Miller & Zhou, 2007;). Whether the term used for this cognitive process is "call out" (Frederiksen, 1992), "stopping point" (Jacobs & Morita, 2002), "check point" (Leinhardt, Putnam, Stein, & Baxter, 1991), "foci" and "threshold" (Fadde & Sullivan, 2013) or "noticing" ( , selective attention is always associated with PTs' and ITs' ability to identify certain classroom events, despite their multiplicity, simultaneity and complexity.…”

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

“…By laying down two memory traces to the information, verbal and image, the information is more accessible to the learner (see Thomas 2014 for a review). Yadav et al (2011) suggested that video may be a more powerful medium for cognitive and affective processing compared to text reading alone, because auditory and visual information are redundant bisensory stimuli that collectively contribute to learning (Moreno and Mayer 2002).…”

“…Both high-stakes assessments required students to both remember content (lowlevel items) but also apply the concepts in a higher-order fashion in over half the questions (high-level items). Appealing to a dual coding theoretical rationale (Paivio 1990), it is possible that, in students who are self-motivated or academically prepared enough to gain information in the independent fashion required in a flipped classroom, receiving information through both a visual and auditory route may have an additive rather than competitive effect in terms of information gain (Yadav et al 2011). Likewise, the combined audio and visual information may have contributed extra signaling to highlight important information to the benefit of Video Lecture students above the other treatments (Mautone and Mayer 2001).…”

Development of a Reality‐Based Multimedia Case Study Teaching Method and its Effect on Students’ Planned Food Safety Behaviors

“…Videos were chosen as the format to teach students about the Howling Cow TM operation because videos have been shown to create a higher level of engagement for the participants and create an emotional connection to the content (Yadav and others ; Borup and others ). The case study consisted of a series of 15 videos detailing the Howling Cow TM process, pertinent federal regulations, and certain food safety practices in different locations throughout the facility.…”